The Impact of Using Technology on Students’ Achievement, Attitude, and Anxiety in Mathematics
THE IMPACT OF USING TECHNOLOGY ON STUDENTS’ ACHIEVEMENT, ATTITUDE, AND ANXIETY IN MATHEMATICS
Maxima J. Acelajado, Ph.D. De La Salle University Manila, Philippines e-mail: acelajadom@dlsu.edu.ph
ABSTRACT This was an experimental study designed to determine the effects of using technology, specifically graphing calculators, on students’ achievement in College Algebra, attitude, and anxiety in mathematics. The respondents of the study belonged to two intact classes consisting of 66 freshman students from the College of Science, De La Salle University, Manila, who were enrolled in College Algebra during the first term, schoolyear 2002-2003. For purposes of this study, three groups were formed, each with 22 students – the high ability group (HAG), the average ability group (AAG), and the low ability group (LAG). Only the data gathered from the 66 students comprising the three groups were considered and analyzed in this study. The respondents were given the pretests and posttests in College Algebra, Mathematics Attitude Scale (MAS) and the Mathematics Anxiety Rating Scale (MARS). The results in each case were tested for significant difference using the t-tests for dependent and independent samples. To determine if there was any significant change in the anxiety levels of the students in each group, the McNemar's χ2 test was applied. Significant differences were noted in the pretest and posttest mean scores in the achievement, attitude, and anxiety of the different ability groups in favor of the high ability group. No significant difference existed between the levels of anxiety of the three groups of students, although the use of graphing calculators was found to reduce their anxiety scores. Graphing calculators were most helpful in the study of functions and their graphs and systems of equations. Positive effects of using graphing calculators include students’ improved achievement, reduced anxiety in mathematics, increased self-confidence, and active involvement of
Maxima J. Acelajado, Ph.D. De La Salle University Manila, Philippines e-mail: acelajadom@dlsu.edu.ph
ABSTRACT This was an experimental study designed to determine the effects of using technology, specifically graphing calculators, on students’ achievement in College Algebra, attitude, and anxiety in mathematics. The respondents of the study belonged to two intact classes consisting of 66 freshman students from the College of Science, De La Salle University, Manila, who were enrolled in College Algebra during the first term, schoolyear 2002-2003. For purposes of this study, three groups were formed, each with 22 students – the high ability group (HAG), the average ability group (AAG), and the low ability group (LAG). Only the data gathered from the 66 students comprising the three groups were considered and analyzed in this study. The respondents were given the pretests and posttests in College Algebra, Mathematics Attitude Scale (MAS) and the Mathematics Anxiety Rating Scale (MARS). The results in each case were tested for significant difference using the t-tests for dependent and independent samples. To determine if there was any significant change in the anxiety levels of the students in each group, the McNemar's χ2 test was applied. Significant differences were noted in the pretest and posttest mean scores in the achievement, attitude, and anxiety of the different ability groups in favor of the high ability group. No significant difference existed between the levels of anxiety of the three groups of students, although the use of graphing calculators was found to reduce their anxiety scores. Graphing calculators were most helpful in the study of functions and their graphs and systems of equations. Positive effects of using graphing calculators include students’ improved achievement, reduced anxiety in mathematics, increased self-confidence, and active involvement of
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